In this study we set out to investigate the errors made by students in logarithms. A test with16 items was administered to 89 Secondary three students (Year 9). The errors made by thestudents were categorized using four categories from a framework by Movshovitz-Hadar,Zaslavsky, and Inbar (1987). It was found that students in the top third were less likely tomake ‘distorted theorem or definition’ type of errors whereas they were more likely to makeerrors in the other three categories.